Abstract The concern about students' engagement with school science and the numbers pursuing further study of is an international phenomenon a matter considerable among policy makers. Research has demonstrated that majority young children have positive attitudes to at age 10 but this interest then declines sharply by 14, their attitude in been largely formed. This paper reports on data collected as part funded 5‐year longitudinal seeks determine how scientific careers evolves. As initial...

Low participation rates in the study of science, technology, engineering, and mathematics (STEM) post-16 are a matter international concern. Existing evidence suggests children’s science aspirations largely formed within critical 10 to 14 age period. This article reports on survey data from over 9,000 elementary school children England (age 10/11) qualitative 160 semi-structured interviews (92 aged 10/11 78 parents), collected as part an ongoing 5-year longitudinal United Kingdom tracking...

This article summarises the key findings of a review research into outdoor learning published between 1993 and 2003. It what is known about impacts fieldwork then discusses effective practice before concluding with look at barriers to fieldwork. that critically examined 150 pieces on 2003 (Rickinson et al. , 2004). The Field Studies Council partner organisations commissioned in response growing concern opportunities for by school students England have decreased substantially recent years...

Citizen science and concerns about sustainability can catalyze much-needed synergy between environmental education education.

Abstract Internationally, there is widespread concern about the need to increase participation in sciences (particularly physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice explore reasons why, even young age, many girls may see as ‘not for me’. We discuss phase one – survey over 9000 primary school children (aged 10/11) interviews with 92 78 parents, focusing...

Abstract There is international concern over persistent low rates of participation in postcompulsory science—especially the physical sciences—within which there a notable underrepresentation girls/women. This paper draws on data collected from survey more than 9,000 10/11‐year‐old pupils and 170 interviews (with 92 children 78 parents) 5‐year study children's science aspirations career choice England, to explore how gender interacts with girls' aspirations. The research found that even...

Science has a role to play in the resolution of many issues deemed controversial all societies. However, evidence lack public confidence science and scientists as effective problem‐solvers continues accumulate. This paper speculates that this might part be due way which educators present issues. In particular, we argue current approaches teaching about controversy do not sufficiently acknowledge nature themselves. The proposes set principles basis for reconceptualization gives an example how...

Abstract Students' lack of interest in studying science and science-related careers is a concern the UK worldwide. Yet there limited data, particularly longitudinal, on sources development aspirations. In response, ASPIRES (Science Aspirations Career Choice: Age 10–14) longitudinal study investigating students' educational occupational aspirations over time. first phase project, questionnaire exploring interests was completed by 9,000 primary school students across England. This survey...

To inform current debate around climate change education (CCE) in the school curriculum England, we surveyed views of primary and secondary teachers (N = 626). In direct reference to National Curriculum is confined Science Geography but, unrelated their subject area, favoured a cross-curricular approach with most already communicating students about it. Feeling comfortable delivering CCE was correlated reported resource availability, considering only basic literacy greater funding priority....

Three decades have passed since approximately 1,700 scientists signed the World Scientists' Warning to Humanity highlighting severe environmental problems and trends affecting local global communities. To reverse situation, their 1992 argued we need change our behaviour. In 2017, a larger group issued second consensus statement warning that direction rates of had worsened remained unsustainable. Neither document, however, identified education as key strategy in supporting necessary...

Since the fi rst use of ‘scientifi c literacy’ in late 1950s, science educators and policy makers have gradually reconceptualised term to such an extent that one author remarked relatively recently “scientifi literacy is ill-defi ned diffuse concept” (Laugksch, 2000, p. 71). Despite this perceived imprecision, scientifi appears underpin curriculum standards many countries is at heart international comparisons of student attainment (and thus education systems) including Organisation for...

In a recent paper (Wals et al. 2014), we, the editors of this special section, argue for new model collaborative research among scientists, educators, and public to strengthen links between science society with focus on place identity. We envisioned citizen (CS) as mechanism enabling convergence for, ultimately, more effective processes engagement learning that could lead meaningful socioecological outcomes. Bonney (2014), called strategic investments coordination help CS reach its full...

The COVID-19 pandemic has touched almost every corner of the planet and continues to impact on lives, livelihoods, economies cultures. It is both a human global phenomenon. Making sense what happening requires an understanding number scientific ideas including viruses, transmission, incubation vaccination. These are life death issues yet public their political leaders often display deliberate mistrust science scientists. How might education community respond? We pose series questions...

This response to Rickinson's (2001) review of empirical studies learners and learning in school environmental education makes the points that Rickinson is only partially successful achieving what he sets out do, other, major shortcomings theory research have still be addressed. Two criticisms are made: theories underlying not examined, a large body relevant work so-called informal ignored.

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